新目标goforit

1、 实践成果展示新目标go for itbook unit 4 wheres my backpack? 1 教学内容本单元的主要内容是谈论物品所在的位置。通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用品的单词，以及方位介词in, on, under, behind 等的用法；学习并掌握where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。二、教学目标 1.知识目标：a. 掌握有关物品的新单词：table, bed, dresser, bookc

2、ase, sofa, chair, drawer, plant, bag, alarm clock, cd, video, video cassette, hat, etc； b. 熟练运用in, on, under, behind, in front of, near等介词； c. 熟练运用where问句和一般疑问句及其回答； d. 掌握名词单复数及人称代词they的用法。2能力目标：a.学会用英语准确描述物品所在的位置； b. 学会用英语询问自己的或他人物品的具体位置； c. 能够合理地描述和设计房间。 3情感目标：a. 培养学生整齐地摆放自己物品的生活习惯； b通过小组对话、讨论、调查和

3、设计等一系列的课堂活动，培养学生的合作精神。 4学习策略：a. 交际策略: 学会与他人合作交流,并能把语言材料用到真实的生活中去； b资源策略：学会利用一切可利用的学习资源，如词典，音像资料，网络等来获取更多的学习信息； c认知能力：积极思考，及时反馈； d调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。三 教学重点、难点 1 重点：a. 方位介词: in, on, under, behind, in front of, near 等的用法； bwhere 的特殊疑问句和一般疑问句：is the in/on/under the ?的肯定、否定回答； c 新单词：bed, dresser,

4、 table, bookcase, backpack 2 难点：a. 能够准确运用方位介词描述物品所在的位置； b能够运用where问句找到物品的位置。4 教学方法：任务型语言教学，实施情景教学法、交际法、情感激励法等5 课时安排第一课时：section a 1a, 1b, 1c period one 课前准备教师：制作多媒体课件，准备部分学习用品的实物。 学生：预习新单词：听录音机，模仿跟读新单词；准备与本课有关的学习用品实物。 period one sub topic talk about the room functions talk about where the things are

5、. vocabulary: where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, theyre=they are structures wheres ? its in/on/underwherere? theyre in/on/under tasks listing make a survey step one warming up l play an english song before class. l revise some school things by aski

6、ng questions. e.g.: whats this? is this a ? how do you spell it? etc. l learn the new words in, on, under, behind by helping the teacher find the lost things. e.g.: t: wheres my english book? s1: its here. / i think its t: oh, its on the desk. t: wherere my color pencils? s2: teach the new word “whe

7、re” and the use of “they”. l consolidate the prepositions by looking at the screen and answer the questions: wheres ? wherere? 设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。 step two game: hide and look for things students hide and look for the school things in pairs. one student hid

8、e one school thing and ask: wheres? wherere? the other student guess and answer: its in your desk. they are in your pencil case. etc. ask some pairs to share their performance. 设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。 step three new words learning l show the students a picture of a room, tell them this

9、is a bedroom, let the students list the things in it first. then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions. l repeat with a sitting room and a study, teach the new words and practice in the same way. 设计意图：由于课前引导学生通过自主学

10、习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。任务运用：listing step four make up dialogues l section a, 1a: match the words with the things in the picture. students do it individually first, then check the answers. l section a, 1c: make

11、up dialogues in pairs, using the things in the picture. step five listen and say listen and imitate the dialogues in section a, 1b. step six summary: a memory test show a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. have a competition among groups. see which group can remember all the things and places. 设计意图：通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。任务运用：listing homework: l copy the new words and try to remember them. l ma